Fact Page Showcase

Overview

In this final lesson of the unit, pupils apply their learning about labels, facts and sentences to complete an independent information page. They will revisit the success criteria, evaluate an example, then check and display their finished work.

Learning intentions

• WALT create a clear information page for a chosen topic.
• WALT use labels and simple factual sentences accurately.
• WALT leave spaces between words and use capital letters and full stops.
• WALT check and improve our writing before sharing it.

Success criteria

• I can give my page a clear title.
• I can add accurate labels to a picture or diagram.
• I can write at least three simple factual sentences.
• I can use capital letters, spaces and full stops.

Curriculum links

• Writing – composition: saying aloud what they are going to write about.
• Writing – composition: sequencing sentences to form short narratives and connected writing.
• Writing – vocabulary, grammar and punctuation: leaving spaces between words.
• Year 1 vocabulary, grammar and punctuation: applying age-appropriate grammar and sequencing sentences.

Lesson structure (45 minutes)

1. 0–5 min · Hook and learning intention. Teacher displays an incomplete information page using the opening comparison slide and asks, “Which page teaches us more, and why?” Students discuss what makes a page clear, then read the WALT and success criteria aloud.

2. 5–12 min · I do: revisit and model. Teacher uses the success criteria and modelling slides to revisit title, labels, facts, capital letters, spaces and full stops, thinking aloud while completing a sample page. Teacher models saying a sentence aloud before writing it and demonstrates checking each sentence with a finger space and punctuation check. Students identify strong choices and help complete one model sentence.

3. 12–19 min · We do: evaluate an example. Teacher reveals an example information page on the example evaluation slide containing both successful features and deliberate errors. Together, the class uses the success criteria to spot what is effective and what needs improving. Students discuss with a partner, then suggest corrections such as a missing capital letter, unclear label or absent full stop.

4. 19–34 min · You do: complete the fact page. Teacher distributes the independent fact page template and reminds pupils to say each sentence aloud before writing. Students independently complete or improve their page, adding a title, labels and at least three factual sentences; the teacher circulates, prompting with questions such as “Is that a fact?” and “What does your label show?” Use the final instruction slide in the independent work slides to show the task and a five-minute warning.

5. 34–40 min · Check and improve. Teacher displays the checking routine slide and leads a quiet partner or self-check: title, labels, three facts, capital letters, spaces and full stops. Students point to each success criterion on their page, correct errors in pencil and add a missing feature where needed. Partners may read a sentence aloud to check that it makes sense, without rewriting another pupil’s work.

6. 40–45 min · Showcase and self-assessment. Teacher uses the showcase and reflection slides to explain a calm gallery display. Students place their pages around the room, view several examples and return to complete a brief self-assessment on the worksheet by circling or colouring the criteria they achieved. Invite two or three pupils to share one successful choice; finish by celebrating clear, accurate information writing.

Resources

• the Fact Page Showcase slide deck
• the independent fact page template
• Pencils, rubbers and colouring pencils
• Topic word banks and picture prompts
• Scaffolded writing templates
• Pre-selected topic images or diagrams
• Blu tack or display space
• Highlighters for checking

Assessment

• During modelling and evaluation, question pupils about the purpose of titles, labels, factual sentences and punctuation.
• While pupils write, check that they can say a sentence aloud, distinguish a fact from an opinion, leave spaces and use sentence punctuation.
• Use the completed page and self-assessment to identify pupils needing further support with sentence construction, spelling, labels or punctuation.

Differentiation

• Support pupils with a scaffolded template containing a title box, labelled picture area and three sentence lines; provide a topic word bank, picture prompts, oral rehearsal and adult scribing or oral recording where appropriate.
• For SEN pupils, reduce visual clutter, give one instruction at a time, use enlarged models and allow additional processing time. Offer pencil grips or alternative recording methods where needed.
• Support EAL pupils through real images, gesture, repeated oral sentence frames such as “A ___ has ___” and paired rehearsal before writing.
• Challenge confident writers to add a second section, use a conjunction such as and or because, and include independently researched or carefully inferred facts.

Extension

• Add a second labelled section to the page, such as “What it does” or “Where it lives”.
• Write an extra fact using and or because, then explain how the new sentence improves the information page.